ICCS 2009 Technical Report - IEA

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Table 11.6: National items excluded from scaling (contd.)Country Item IssueRussian Federation CI132M1 Incorrect translation of optionsSlovak Republic CI2CCM2 Large item-by-country interactionSlovak Republic CI2BIO1 Scoring problemsSlovenia CI127M1 Large item-by-country interactionSwitzerland (German version) CI121M1 Translation errorSwitzerland (German version) CI129M1 Translation errorThailand CI2BPM1 Large item-by-country interactionThailand CI2PCM2 Large item-by-country interactionThailand CI2SRM1 Large item-by-country interactionThailand CI2VOM2 Large item-by-country interactionThe overall reliability of the international test, as obtained from the scaling model, was 0.84(ACER ConQuest estimate). Table 11.9 shows the median reliabilities (Cronbach’s alpha)and median item numbers for national samples across booklets. The median test reliabilitywas 0.83 and ranged from 0.70 to 0.88. The median reliabilities were below 0.8 in only sixcountries. In these countries, the number of items had generally been reduced as a consequenceof item deletions brought about by translation/printing errors or very large item-by-countryinteractions (see section above on item adjudication).International ability estimatesIn many educational assessments, the purpose of testing is to obtain accurate estimates ofindividual domain-based cognitive abilities. The accuracy of measuring the latent ability θ canbe improved by using a larger number of test items. However, in large-scale surveys such asICCS, the purpose is to obtain accurate population estimates by using instruments that cover awider range of possible aspects of cognitive abilities.The use of matrix-sampling design, where individual students are allocated booklets andrespond to a set of items obtained from the main pool of items, has become standard inassessments of this type. However, reducing test length and administering subsets of itemsto individual students introduces a considerable degree of uncertainty at the individual level.Aggregated student abilities of this type can lead to bias in population estimates. However, thisproblem can be addressed by employing plausible value methodology that uses all availableinformation from student tests and questionnaires, a process that leads to more accuratepopulation estimates (Mislevy, 1991; Mislevy & Sheehan, 1987; von Davier, Gonzalez, &Mislevy, 2009).Using item parameters anchored at their estimated values from the calibration sample makesit possible to randomly draw plausible values from the marginal posterior of the latentdistribution for each individual. Estimations are based on the conditional item response modeland the population model, which includes the regression on background variables used forconditioning. (For a detailed description, see Adams, Wu, & Macaskill, 1997; also Adams,2002.) In order to obtain estimates of students’ civic knowledge, ACER Conquest software wasused, thereby allowing plausible values to be drawn (see Wu et al., 2007).SCALING PROCEDURES FOR ICCS TEST ITEMS143
Table 11.7: Final item parameters used to scale the international test itemsItemItem Step 1 Step 2 Item Item Step 1 Step 2ParameterParameterCI2COM1 -1.13 (0.03) CI2PCM1 -0.40 (0.03)CI2MOM1 0.45 (0.03) CI2PCM2 -1.35 (0.03)CI2MLM1 -0.89 (0.03) CI2VOM1 -0.95 (0.03)CI2MLM2 0.37 (0.03) CI2VOM2 -0.13 (0.03)CI2PDO1 0.67 (0.02) -0.71 (0.03) 0.71 (0.03) CI2VOM3 -1.68 (0.03)CI2RDM2 0.21 (0.03) CI2DLM1 0.52 (0.03)CI2SHM1 -1.07 (0.03) CI2HRM1 -0.89 (0.03)CI2SHM2 -2.26 (0.04) CI2JOM1 -1.10 (0.03)CI2TGM1 0.18 (0.03) CI2WFO2 0.47 (0.02) 1.30 (0.04) -1.30 (0.04)CI2TGM2 -0.06 (0.03) CI2PGM1 -0.47 (0.03)CI2BPM1 -0.55 (0.03) CI2PGM2 0.34 (0.03)CI2BPM2 -0.66 (0.03) CI2ECM1 -1.17 (0.03)CI2GFM1 -1.07 (0.03) CI2ECM2 -0.44 (0.03)CI2BIO1 1.61 (0.02) -0.93 (0.03) 0.93 (0.03) CI2CEM1 -1.20 (0.03)CI2GLM1 -1.09 (0.03) CI2CEM2 0.04 (0.03)CI2GLM2 -0.56 (0.03) CI2WFO1 0.41 (0.02) -0.89 (0.02) 0.89 (0.02)CI2FDM1 -0.68 (0.03) CI2ORM1 -0.48 (0.03)CI2FSM1 -0.52 (0.03) CI2RCM1 -0.44 (0.03)CI2SCM1 -0.23 (0.03) CI2PJM1 0.01 (0.03)CI2SCM2 -0.32 (0.03) CI2PJM2 -1.35 (0.03)CI2ASM1 -0.58 (0.03) CI2REM2 -0.46 (0.03)CI2ASM2 -1.04 (0.03) CI2REM3 -1.03 (0.03)CI2CNM1 -0.54 (0.03) CI101M1 -0.97 (0.03)CI2CNM2 -1.45 (0.03) CI109M1 -0.58 (0.03)CI2ETO1 1.42 (0.02) -0.76 (0.03) 0.76 (0.03) CI108M1 -0.34 (0.03)CI2ETM2 -0.37 (0.03) CI128M1 -0.56 (0.03)CI2BCM1 -0.18 (0.03) CI137M1 -0.99 (0.03)CI2PRM1 0.21 (0.03) CI110M1 -0.12 (0.03)CI2CCM1 -0.86 (0.03) CI113M1 -0.61 (0.03)CI2CCM2 -0.35 (0.03) CI104M1 -0.38 (0.03)CI2SRM1 -0.59 (0.03) CI115M1 0.34 (0.03)CI2SRM2 -0.06 (0.03) CI119M1 -0.26 (0.03)CI2SRM3 -0.33 (0.03) CI120M1 -1.26 (0.03)CI2OMM1 -0.08 (0.03) CI121M1 0.43 (0.03)CI2OMM2 -0.69 (0.03) CI127M1 0.56 (0.03)CI2OMM3 -0.36 (0.03) CI132M1 -0.68 (0.03)CI2RRO1 0.70 (0.02) -0.70 (0.03) 0.70 (0.03) CI129M1 0.07 (0.03)CI2DCM1 -0.95 (0.03) CI130M1 -0.57 (0.03)CI2PFM1 -1.46 (0.03) CI106M1 -1.02 (0.03)CI2PFM2 -0.47 (0.03)144ICCS 2009 technical report
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School sampling design 63Within-sch
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6ICCS 2009 technical report
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Table 9.9: Numbers of NRC responses
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Table 12.37: Item parameters for sc
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Figure 12.7: Confirmatory factor an
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Table B.21.1: Allocation of student
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ICCS collected data from more than
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• A 30-minute school questionnair
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ReferencesAmadeo, J., Torney-Purta,
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Table 2.1: Test development process
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PanelingPaneling is a team-based ap
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Development of constructed-response
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Table 2.6: Field trial item mapping
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Released test itemsTwo clusters of
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32 ICCS 2009 technical report
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• Civic identities, comprising tw
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The context of the wider community
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The international options offered t
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Some of the constructs measured thr
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Discussion with national centers an
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was that the test would focus on kn
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Asian questionnaire developmentThe
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Of these, the survey instruments (c
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Adaptation of the instrumentsIn the
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International translation verifiers
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Quality control monitor reviewIEA h
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Teacher target populationICCS defin
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Table 6.1: Population coverage and
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Table 6.2: School, student, and tea
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The team next selected a sample fro
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Systematic sampling was used for se
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In a small number of countries, the
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Class non-response adjustment (WGTA
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Teacher non-response adjustment (WG
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Calculating participation ratesFor
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Table 7.1: Unweighted participation
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The unweighted overall participatio
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Table 7.4: Weighted participation r
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Table 7.5: Categories into which co
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Table 7.7: Participation by country
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• The School Sampling Manual (ICC
Page 93 and 94: School coordinators were required t
Page 95 and 96: For countries administering the sch
Page 97 and 98: Scoring the ICCS assessmentThe succ
Page 99 and 100: Quality control throughout the data
Page 101 and 102: Table 8.3: Weighted percentages of
Page 103 and 104: ICCS International Study Center (20
Page 105 and 106: They received an overview of the st
Page 107 and 108: Survey administration activities du
Page 109 and 110: Table 9.3: Percentages of IQCM resp
Page 115 and 116: Table 9.9: Numbers of NRC responses
Page 117 and 118: Table 9.12: Numbers of NRC response
Page 119 and 120: The majority of countries used the
Page 121 and 122: ReferencesICCS International Study
Page 123 and 124: After the item-statistics review ha
Page 125 and 126: Documentation and structure checkFo
Page 127 and 128: Filter questions, which appeared in
Page 129 and 130: SummaryTo achieve a high standard o
Page 131 and 132: Test coverage and item dimensionali
Page 133 and 134: Table 11.1: Item total-score correl
Page 135 and 136: Assessment of scorer reliabilitiesT
Page 137 and 138: Table 11.3: Gender DIF estimates fo
Page 139 and 140: Table 11.4 shows the percentages of
Page 141 and 142: fell below 70 percent were removed.
Page 143: Table 11.6: National items excluded
Page 147 and 148: Table 11.9: Median test reliabiliti
Page 149 and 150: The approach chosen was essentially
Page 151 and 152: Figure 11.6: Scatterplot for link i
Page 153 and 154: Here, s 2 represents the variance o
Page 155 and 156: Table 11.15: Reliabilities for Euro
Page 157 and 158: ReferencesAdams, R. (2002). Scaling
Page 159 and 160: their parents’ levels of educatio
Page 161 and 162: Teacher questionnaireIndividual tea
Page 163 and 164: In the case of items with more than
Page 165 and 166: Figure 12.1: Summed category probab
Page 167 and 168: Table 12.1: Reliabilities for scale
Page 169 and 170: Figure 12.3: Confirmatory factor an
Page 171 and 172: Table 12.4: Item parameters for sca
Page 179 and 180: Table 12.9: Reliabilities for scale
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Page 185 and 186: Students’ attitudes toward instit
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Page 191 and 192: Table 12.17: Reliabilities for scal
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Table 12.21: Factor loadings and re
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Table 12.22: Reliabilities for scal
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In Question 19, teachers were asked
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Figure 12.15: Confirmatory factor a
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Teachers’ reports of teaching civ
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School questionnairePrincipals’ r
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Principals’ reports on the local
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Principals’ reports on school cli
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Figure 12.24 shows the results of t
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All of the items associated with Qu
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Figure 12.28 shows the results of t
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In Question 4, students were asked
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Question 4 asked students to rate t
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Students’ perceptions of public s
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Table 13.1: Numbers of sampling zon
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Table 13.2: Example of computation
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Table 13.3: National averages for c
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The ICCS international report also
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The software package HLM 6.08 (Raud
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Table 13.4: Coefficients of missing
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During the multiple regression anal
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SummaryThe jackknife repeated repli
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Staff at the IEA Data Processing an
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Republic of KoreaTae-Jun KimKorean
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Appendix B: Characteristics of nati
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Table B.3: Allocation of student sa
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B.6. Colombia• Night schools, wee
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Table B.8.2: Allocation of teacher
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B.12. Estonia• Schools for adults
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B.14. Greece• Night schools and s
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B.20. Korea• Special education sc
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B.23. Lithuania• Special needs sc
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Table B.29.1: Allocation of student
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Table B.32: Allocation of student s
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B.34. Slovenia• Dislocated units
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B.36. Sweden• Special needs schoo
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B.38. Thailand• Special education
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Table C1: Descriptions of cognitive
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Table C1: Descriptions of cognitive
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Table D.1: List of international an
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Table D.3: Years of further schooli
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